Content Focus: Social-Emotional Learning, Emotional Literacy, Art, Math (if focused on creating mandalas), Social Studies (if focusing on different cultures)

Language Focus:

• Standard SL.1: Engage effectively in a range of collaborative discussions. Students can participate in discussions about the process of creating mindful mandalas, sharing their ideas, techniques, and reflections with peers.
• Standard SL.2: Integrate and evaluate information presented in diverse media and formats. Students can analyze and discuss mandalas created by themselves and others, considering the artistic choices, symbolism, and messages conveyed.
  Writing:
• Standard W.3: Write narratives to develop real or imagined experiences or events. Students can write narratives describing their experiences with creating mindful mandalas, reflecting on the process and the significance of their designs.
• Standard W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Students can articulate their thoughts and feelings about their mandala creations through clear and coherent writing, explaining their design choices and the personal significance of their artwork.

 

Vocabulary Focus: When teaching mindful mandalas, it’s helpful to introduce and reinforce specific vocabulary that relates to both the artistic process and the mindfulness aspect of creating mandalas. Here are some vocabulary words you might focus on:

• Mandala: The central concept, meaning “circle” in Sanskrit. Explain its historical and cultural significance as a spiritual and artistic symbol.
• Mindfulness: Emphasize this term and its meaning: being fully present in the moment without judgment. Discuss how creating mandalas can be a mindful practice.
• Concentration: Stress the importance of focusing attention on the present moment and the details of the mandala design.
• Symmetry: Discuss how mandalas often feature symmetrical patterns radiating from a central point.
• Patterns: Explore different types of patterns students can incorporate into their mandalas, such as geometric, floral, or abstract designs.
• Colors: Introduce vocabulary related to color theory, such as primary, secondary, complementary, and analogous colors. Discuss how different colors can evoke different emotions and moods.
• Shapes: Encourage students to use various shapes in their mandala designs, such as circles, triangles, squares, and spirals.
• Texture: Discuss how adding texture to their mandalas can create visual interest and depth, using vocabulary like smooth, rough, and textured.
• Intention: Emphasize the importance of setting an intention before creating a mandala, whether it’s relaxation, self-expression, or reflection.
• Reflection: Encourage students to reflect on their mandala creations and the experience of making them, using vocabulary related to self-awareness and personal growth.
• Flow: Discuss the feeling of being in a state of flow or “being in the zone” while creating mandalas, where time seems to pass quickly and creativity flows effortlessly.
• Expression: Explore how students can use their mandalas as a form of self-expression, communicating their thoughts, feelings, and experiences through art.

 

Standards:

• School Counseling
  B-LS 2 Demonstrate creativity
  B-SS 2
  Creative positive and supportive relationships with other students
  B-SS 3
  Create relationships with adults that support success
• Art
  Anchor Standard 1: Generate and conceptualize artistic ideas and work. Mindful mandalas involve generating and conceptualizing ideas related to symmetry, balance, and repetitive patterns.
  Anchor Standard 2: Organize and develop artistic ideas and work. Creating mandalas requires organization and development of design elements to form a cohesive whole.
  Anchor Standard 3: Refine and complete artistic work. Students refine their mandala designs through careful placement of elements and attention to detail.
• Math
  Standard G.3: Describe and classify geometric shapes by their properties. Mandala creation involves using various geometric shapes such as circles, triangles, squares, and polygons. Students can identify and classify these shapes as they design their mandalas.
  Standard G.4: Understand relationships among angles, side lengths, perimeters, areas, and volumes. Mandala designs often incorporate symmetry, which requires an understanding of how angles and side lengths relate to each other to create balanced compositions.
  Standard G.5: Apply transformations and use symmetry to analyze mathematical situations. Creating mandalas involves applying transformations such as rotation, reflection, and translation to create symmetrical patterns.
  Standard A.12: Recognize, describe, and represent arithmetic and geometric sequences, and use appropriate notation to represent relationships among terms. Mandala designs often feature repetitive patterns and sequences of shapes or colors, allowing students to recognize and describe these patterns using mathematical language.
  Standard A.13: Recognize and use mathematical models for various geometric objects. Mandala creation provides an opportunity for students to use mathematical models such as tessellations and symmetry groups to generate complex geometric designs.
  Standard M.3: Apply techniques, tools, and formulas to determine measurements. Students may use rulers, compasses, or protractors to measure and create precise geometric shapes and angles within their mandalas.
  Standard M.4: Apply geometric concepts and formulas to solve problems. Mandala creation can involve problem-solving tasks such as determining the placement of shapes to maintain symmetry or calculating the dimensions of a pattern.
  By incorporating mindful mandala creation into math lessons, educators can provide students with a hands-on and creative way to explore geometric concepts, patterns, and problem-solving skills while also promoting mindfulness and artistic expression.

 

Arts Integration:

• Introduce the Concept: Start by introducing your students to the concept of mandalas. Explain that mandalas are geometric designs that represent the universe, and that they are often used as tools for meditation and self-expression in various cultures around the world.
• Discuss the Symbolism: Explore the symbolism of mandalas with your students. Discuss how different shapes, patterns, and colors can convey different meanings and emotions. Encourage your students to reflect on what symbols are meaningful to them personally.
• Provide Inspiration: Show examples of mandala art from different cultures and artists to inspire your students. You can also share resources such as books, websites, and videos that explore the history and significance of mandalas.
• Demonstrate Techniques: Teach your students different techniques for creating mandalas, such as drawing, painting, or digital design. Provide step-by-step demonstrations and encourage experimentation with different materials and styles.
• Encourage Mindfulness: Emphasize the importance of mindfulness during the creation process. Lead your students in mindfulness exercises such as deep breathing, body scans, or guided visualizations before they begin working on their mandalas. Encourage them to stay present and focused on their artwork as they create.
• Create a Safe Space: Foster a supportive and non-judgmental environment where students feel comfortable expressing themselves through art. Encourage them to embrace imperfections and let go of any expectations or self-criticism.
• Incorporate Reflection: After completing their mandalas, provide opportunities for students to reflect on their experience. Ask them to write or discuss how creating their mandalas made them feel, what symbols they chose to include, and what they learned about themselves in the process.
• Display and Share: Celebrate your students’ artwork by displaying their mandalas in the classroom or school hallway. Consider organizing a gallery walk or sharing session where students can showcase their creations and share the stories behind them with their peers.
• Integrate Across Subjects: Find ways to integrate mandala art into other subjects and curriculum areas. For example, students can create mandalas inspired by themes in literature, history, or science. You can also incorporate math concepts such as symmetry and geometry into the creation process.

 

Lesson Objectives:

• Develop Mindfulness Skills: Students will learn and practice mindfulness techniques such as deep breathing, focused attention, and present moment awareness while creating mandalas.
• Cultivate Self-Expression: Students will explore their own thoughts, feelings, and emotions through the creation of mandalas, using shapes, colors, and patterns to express themselves visually.
• Promote Relaxation and Stress Reduction: Students will use mandala art as a tool for relaxation and stress reduction, experiencing a sense of calm and inner peace as they engage in the creative process.
• Enhance Concentration and Focus: Students will improve their concentration and focus by paying close attention to the details of their mandala designs and staying present in the moment while creating.
• Encourage Creative Exploration: Students will experiment with different materials, techniques, and styles to create unique mandala designs, fostering creativity and artistic exploration.
• Explore Cultural and Symbolic Meaning: Students will learn about the cultural and symbolic significance of mandalas in various traditions and explore how different shapes, patterns, and colors can convey different meanings and emotions.
• Foster Positive Self-Image: Students will develop a sense of pride and accomplishment in their artistic abilities as they create mandalas, promoting a positive self-image and self-confidence.
• Encourage Collaboration and Communication: Students will collaborate with peers, sharing ideas and feedback on their mandala designs, and communicating their thoughts and feelings about the creative process.
• Promote Reflection and Self-Awareness: Students will reflect on their mandala creations, identifying symbols and patterns that represent aspects of themselves and gaining insight into their own thoughts, feelings, and experiences.
• Build Community and Connection: Students will share their mandala creations with classmates, fostering a sense of community and connection as they appreciate and celebrate each other’s unique artistic expressions.

 

Activities: Students will utilize self-regulation strategies in the classroom to be able to be present for learning. One self-regulation strategy is to use mindful mandalas to create classroom connections. Students can color already developed mandalas by answering questions about themselves and students can also be challenged to create their own mandalas with questions that will help their teachers and peers get to know each other better.

Engagement/Introduction:

• *Mindful Moment & Self-Regulation
  –> Setting the tone and how this can benefit your classroom environment
• *Learning About Mandalas and How They Connect to Mood
  –> Art form, colors, mood meter, culture
• *Coloring, Creating and Completing Get to Know You Mandalas
  –> Building connection and community

 

Assessment Procedure:

• Learning Intention: I will create “Get to Know You” questions that a teacher can give to students at the beginning of the year to learn information about students. The goal is to create questions that would be helpful to know to be a supportive teacher. Think about questions with answers that you wish your teachers would have known about you (how you learn best, how you like to be recognized in the classroom, information about your family, things that frustrate you, what you need when you are frustrated in class, etc.). After you have developed your questions and answers that coincide with a color, please match them to a number that you designate on your created mandala. Please see attached for an example.
• Success Criteria: I can create questions and answers that will help with classroom connections at the beginning of the school year. I can match numbers with questions to provide directions for students to complete a “Get to Know You” mandala as a classroom activity.
• Teachers: Consider whether students demonstrated knowledge of specific colors in relation to mood. What other components of art/culture/math were you asking for students to complete?

Materials:

• Copies of the mandalas
• Coloring tools (colored pencils, markers, etc.)
• Paper to create mandalas if students are designing their own
• Protractor/compass/ruler to assist students in developing their own mandala if not completing digitally

 

Supporting Documents: Mindful Mandalas Presentation

Contact: Shandee Kempf-Cohen